A Study On A Secondary Science Student Teacher''''s Reflective Practice

• Main Authors: Chiu, Kuo-Li, 邱國力
• Other Authors: Guo Chorng-Jee
• Format: Others
• Language: zh-TW
• Published: 1996
• Online Access: http://ndltd.ncl.edu.tw/handle/87513578441983123364

碩士 === 國立彰化師範大學 === 科學教育學系 === 85 === The purpose of this study was to explore a secondary science studentteacher''''s reflective practice. The guiding questions were: (1) What did theparticipant teacher reflect on? (2) What kind of processes were involved inher reflection？ (3) What factors affected her reflection？ (4) Had plansresulted from her reflection been put into her teaching practice? Qualitative research methods were adopted in this study to investigate thecontext and events that occurred in the life of classroom. Data were collectedthrough pre-lesson interviews, classroom observations, post- observationinterviews, stimulated recall, post-lesson interviews, and relevant documentcollection. Constant comparative method was used to analyze the data and toconstruct the results, which were validated by triangulation in terms of diffeent types and resources of data. The results indicated that when the student teacher used directinstructional methods during the first semester, the major themes of herreflection included the strategies she used to facilitate her students''''learning, her own ability to teach, and the role she played in teaching; andthen when she used cooperative learning methods for instruction during thesecond semester, the representations of pedagogical content knowledge andstudents'''' roles in learning became the main themes of her concerns. Besides,the content of her reflection had shifted from reflection on aspects of one'''' spractice to reflection on one''''s practice as a whole. The process of herreflection was triggered by feeling unsatisfied with present teaching setting,then she framed the problematic situation and proposed plans for furtheraction. To take her teaching practice and context for granted was the maingthat kept her reflection from being triggered. Additionally, lack of relevantprofessional knowledge and practical experiences made her unable to frame andreframe the messy context. If the plans resulted from her reflection appearedto be specific strategies that could solve the problems she had met, she wouldput it into practice immediately; on the other hand, if the ones she proposedwere just to refine the existent routines rather than to change the wholepractice, she would probably not execute them because of external constrains,forgetting, and laziness. Suggestions based on the findings were alsopresented.